Valença da Silva, Andreza (2014) Maintaining Brazilian Portuguese as a Heritage Language in a Bilingual French-English Environment. Masters thesis, Concordia University.
Preview |
Text (application/pdf)
376kBDaSilva_MSc_S2014.pdf - Accepted Version |
Abstract
This study investigated thirty-six native speakers of Brazilian Portuguese – eighteen husband-and-wife couples –, with children between the ages of 1 and 13 years old, who have arrived in Montreal within the last ten years. The aim of the study was to find out these participants’ attitudes toward the maintenance of their heritage language, Brazilian Portuguese, their reasons for, and the strategies that were used for maintaining Brazilian Portuguese in Montreal, and whether there is a relation between child-raising styles and the maintenance of Brazilian Portuguese as a heritage language. Data were collected via a questionnaire given to each participant individually. Analyses revealed that participants find it important that their children maintain the family language and that they have been successful in maintaining their mother tongue inside their homes. The home is the most important strategy in helping these Brazilian parents’ children to learn Brazilian Portuguese. My research project shows, along with other things, that some of these parents’ disciplinary strategies could contribute to the preservation of their heritage language.
Divisions: | Concordia University > Faculty of Arts and Science > Education |
---|---|
Item Type: | Thesis (Masters) |
Authors: | Valença da Silva, Andreza |
Institution: | Concordia University |
Degree Name: | M.A. |
Program: | Applied Linguistics |
Date: | 10 April 2014 |
Thesis Supervisor(s): | Gatbonton, Elizabeth |
Keywords: | heritage language maintenance, family language, immigrant families, Brazilian Portuguese |
ID Code: | 978513 |
Deposited By: | ANDREZA DA SILVA |
Deposited On: | 26 Jun 2014 19:38 |
Last Modified: | 18 Jan 2018 17:47 |
References:
Baumrind, D. (1967). Child-care practices anteceding three patterns of preschoolbehavior. Genetic Psychology Monographs, 75, 43-88.
Baumrind, D. (1971). Current patterns of parental authority. Developmental Psychology,
4, 1-103.
Bene E., & Anthony, J. (1957). Manual for the Family Relations Test. London: National
Foundation for Education Research (reprinted 1985).
Beserra, B. (2003). Brazilian Immigrants in the United States: Cultural Imperialism and
Social Class. New York : LFB Scholarly Publishing.
Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire.
Buffalo, NY: Multilingual Matters.
Dagenais, D., & Berron, C. (2001). Promoting multilingualism through French
immersion and language maintenance in three immigrant families. Language,
Culture, and Curriculum, 14, 142-155.
Dagenais, D., & Day, E. (1998). Classroom language experiences of trilingual children in
French immersion. The Canadian Modern Language Review/La Revue canadienne
des langues vivantes, 54, 376-393.
Fusco, W., Hirano, F. L. Y., & Peres, R. G. (2002). Brasileiros nos Estados Unidos e
Japão. Paper presented at the XIII Encontro da Associação Brasileira de Estudos
Populacionais, 1-31.
Gehring, T. M. (1993). Family System Test (FAST): Manual. Zurich: Beltz Test
Gesellschaft.
48
Goza, F. (1994). Brazilian immigration to North America. International Migration
Review, 28, 136-52.
Guardado, M. (2006). Engaging language and cultural spaces: Latin American parents’
reflections on language loss and maintenance in Vancouver. Canadian Journal of
Applied Linguistics, 9, 51-72.
Ishizawa, H. (2004). Minority language use among grandchildren in multigenerational
households. Sociological Perspectives, 47, 465-483.
Lambert, W. E., Mermigis, L., & Taylor, D. M. (1986). Greek Canadians' attitudes
toward own group and other Canadian ethnic groups: A test of the multiculturalism
hypothesis. Canadian Journal of behavioral Science, 18 (1).
Lee, E. (2010). Chinese as a heritage language in the Japanese context: Perceptions,
attitudes and challenges. Proceedings of The 16th Conference of Pan-Pacific
Association of Applied Linguistics, 161-166.
Liu, R. (2008). Maintaining Chinese as a heritage language in the United States: What
really matters? Arizona Working Papers in SLA & Teaching, 15, 37-64.
Liu, R. (2008). Maintaining Chinese as a heritage language in the United States: What
really matters? Arizona Working Papers in SLA & Teaching, 15, 37-64.
Lu, C., & Koda, K. (2011). Impact of home language and literacy support on English-
Chinese biliteracy acquisition among Chinese heritage language learners. Heritage
Language Journal, 8, 44-80.
Maccoby, E.E. (1992). The role of parents in the socialization of children: An historical
overview. Developmental Psychology, 28, 1006-1017.
49
MacFadden, M. A. J. (2004). Social insertion and identity construction of second
generation Brazilian immigrants in Canada. Interfaces (ABECAN), 4, 203-216.
Marcus, A. P. (2004). Brasileiros em Massachusetts, EUA: A identidade étnica de uma
minoria invisivel. Paper presented at the meetings of the Brazilian Studies
Association, Rio de Janeiro.
Margolis, M. L. (2008). Brasileiros no estrangeiro: A etnicidade, a auto-identidade e
o"outro". Revista de Antropologia, Sao Paulo, USP, 51, 283-302.
Martes, A. C. B. (2000). Brasileiros nos Estados Unidos: um estudo sobre imigrantes em
Massachusetts. São Paulo, Brazil: Paz e Terra.
Meihy, J. C. S. B. (2004). Brasil fora de si: experiencias de brasileiros em Nova York.
São Paulo: Editora Parábola.
Morgan, L., & Chodkiewicz, A. (2011). Exploring and supporting home maintenance in
informal playgrounds: working with Pacific communities. Heritage Language
Journal, 8, 81-95.
Morris, D., & Jones, K. (2007). Minority language socialisation within the family:
Investigating the early Welsh language socialisation of babies and young children in
mixed language families in Wales. Journal of Multilingual and Multicultural
Development, 28(6).
Mota, K. M. S. (1999). Brazilian immigrants in the United States: Paths of identities
within a bilingual context. Ph.D dissertation, Portuguese and Brazilian Studies,
Brown University.
50
Mota, K. M. S. (2002). Políticas de educação bilíngüe na escola e na família: Cenários de
competitividade lingüística. Anais em CDrom da 25ª Reunião da Associação
Nacional de Pós-graduação e pesquisa em educação (ANPED), Caxambu, MG.
Mota, K. M. S. (2004). Aulas de Português fora da escola: Famílias imigrantes
brasileiras, esforços de preservação da língua materna. Caderno Cedes, 24, 149-163.
Mota, K. M. S. (2006). Educacao bilingue: A escuta da voz da comunidade. Revista
Intercambio, XV. Sao Paulo: Linguistica Aplicada e Estudos da
Linguagem/Pontificia Universidade Catolica de Sao Paulo.
Mota, K. M. S. (2008). O tripé identidade, língua e nação nas falas de jovens brasileiros
imigrantes nos Estados Unidos. Trabalho de Linguitica Aplicada, Campinas, 47,309-
322.
Nesteruk, O. (2010). Heritage language maintenance and loss among the children of
Eastern European immigrants in the USA. Journal of Multilingual and Multicultural
Development, 31, 271-286.
Oh, J. S., & Fuligni, A. J. (2010), The role of heritage language development in the ethnic
identity and family relationships of adolescents from immigrant backgrounds. Social
Development, 19, 202–220.
Oriyama, K. (2010). Heritage language maintenance and Japanese identity formation:
What role can schooling and ethnic community contact play? Heritage Language
Journal, 7, 76-111.
Oriyama, K. (2010). Heritage language maintenance and Japanese identity formation:
What role can schooling and ethnic community contact play? Heritage Language
Journal, 7, 76-111.
51
Park, S. M., & Sarkar, M. (2007). Parents’ attitudes toward heritage language
maintenance for their children and their efforts to help their children maintain the
heritage language: A case study of Korean-Canadian immigrants. Language, Culture
and Curriculum, 20, 223-235.
Park, S. M., & Sarkar, M. (2007). Parents’ attitudes toward heritage language
maintenance for their children and their efforts to help their children maintain the
heritage language: A case study of Korean-Canadian immigrants. Language,
Culture and Curriculum, 20, 223-235.
Pauwels, A. (2005). Maintaining the community language in Australia: Challenges and
roles of families. The International Journal of Bilingual Education and Bilingualism,
8, 124-131.
Plotnik, R & Kouyoumdjian, H. (2010). Introduction to Psychology. Belmont, CA:
Wadsworth Publishing.
Resende, R. (2002). Tropical Brazucas: A preliminary study of Brazilians in South
Florida. Paper presented at the Brazilians Outside Brazil/Brasileiros fora do Brasil
Conference, April 8. Coral Gables, FL: University of Miami.
Rubinstein-Avila, E. (2005). Brazilian Portuguese in Massachusetts's linguistic
landscape: A prevalent yet understudied phenomenon. Hispania, 88, 873-880.
Sales, T. (1999). The construction of an ethnic identity: Brazilian immigrants in Boston,
Mass. Migration World Magazine, 27, 15-21.
Sehlaoul, A. S. (2008). Language Learning, Heritage, and Literacy in the USA: The case
of Arabic. Language, Culture and Curriculum, 21, 280-291.
52
Slavik, H. (2001). Language maintenance and language shift among Maltese migrants in
Ontario and British Columbia. International Journal of Social Languages, 152, 131-
152.
Slough, N. M., & Greenberg, M. T. (1990). Five-year olds’ representations od separation
from parents: Responses from the perspective of self and other. New Directions
for Children, 48, 67-84.
Souza, H. (2000). Language loss and language gain in the Brazilian community: The role
of schools and families. In Z. F. Beykont (Ed.), Lifting Every Voice: Pedagogy and
Politics of Bilingualism, (pp. 7-20). Cambridge, MA: Harvard Education Publishing
Group.
Statistics Canada. 2012. Montréal, Quebec (Code 0547) and Canada (Code 01) (table).
Census Profile. 2011 Census. Statistics Canada Catalogue no. 98-316-XWE. Ottawa.
Released October 24, 2012.
http://www12.statcan.gc.ca/census-recensement/2011/dp-pd/prof/index.cfm?Lang=E
(accessed December 12, 2012)
Tannenbaum, M. (1999). Language maintenance in immigrant families as a multi-faceted
construct, and its association with family relations. Unpublished doctoral
dissertation, University of Sydney, Sydney.
Tannenbaum, M. (2005). Viewing family relations through a linguistic lens: Symbolic
aspects of language maintenance in immigrant families. Journal of Family
Communication, 5, 229-252.
53
Tannenbaum, M., & Howie, P. (2002). The association between language maintenance
and family relations: Chinese immigrant children in Australia. Journal of
Multilingual and Multicultural Development, 23, 408-424.
Tannenbaum, M., & Howie, P. (2002). The association between language maintenance
and family relations: Chinese immigrant children in Australia. Journal of
Multilingual and Multicultural Development, 23, 408-424.
Wright, J. C., Binney, V., & Smith, P.K. (1995). Security of attachment in 8-12-yearolds:
A revised version of the Separation Anxiety Test, its psychometric
properties and clinical interpretation. Journal of Child Psychology, 36, 757-774.
Wyatt-Brown, A. M. (1995). The psychological tasks of the immigrant: Psychoanalytic,
linguistic, and literacy perspectives. The Psychohistory Review, 23, 235-257.
Xiao, H. (1998). Chinese language maintenance in Winnipeg. Canadian Ethnic Studies
Journal, 30, 86-96.
Zhang, D. (2004). Home language maintenance among second-generation Chinese
American children. Working Papers in Educational Linguistics, 19, 33-53.
Zhang, D., & Slaughter-Defoe, D. T. (2009). Language attitudes and heritage language
maintenance among Chinese immigrant families in the USA. Language, Culture and
Curriculum, 22, 77–93.
Repository Staff Only: item control page